Text analysis of a didactic proposal of linear equation in high school level

didactic proposal

Abstract

Based on the results of national tests, such as the PLANEA test (National Plan for the Evaluation of Learning), applied to the General Directorate of Agricultural Technological Education (DGETA), the results obtained have been deficient, locating more than the half of the students in the level of insufficiency according to the results of PLANEA 2016 and 2017; and one of the topics to consider due to the high degree of incorrect answers is that of straight lines or linear equations; Therefore, this research aims to analyze a didactic proposal for teaching it, which is presented in the book of Mathematics III: Analytical Geometry, through epistemic configurations in order to identify possible semiotic conflicts in the theoretical framework. of the Ontosemiotic Approach to Mathematical Knowledge and Instruction (EOS).

When carrying out the analysis, it is concluded that the proposal has a structure that brings into play all the primary objects, ostensively handling the procedures, propositions and arguments used to solve the situations that arise. Some semiotic conflicts were identified as well as it is suggested to correct certain drafting and procedural errors in addition to recommending certain characteristics not contemplated in the disciplinary competences for Analytic Geometry.

Keywords: Linear equation - Ontosemiotic Approach - semiotic conflicts